Engineering Design Process

Overview

This lesson introduces the engineering design process and helps students apply it to a problem connected to a science investigation they did earlier in the unit. Students will define the problem, brainstorm, create a simple prototype, and plan how they will test and revise.

Learning intentions

• Students will be able to describe stages of the engineering design process (define, brainstorm, prototype, test).
• Students will be able to use scientific investigation ideas to plan a fair test (variables, repeated trials, and evidence).
• Students will be able to collect and organize information (plans/results notes) using charts or tables.
• Students will be able to defend their design choices with evidence from their science learning.

Success criteria

• I can explain what it means to define a design problem clearly.
• I can brainstorm multiple solutions and choose one to prototype.
• I can describe a test plan that identifies variables and includes a control or baseline comparison.
• I can explain why engineers test more than once and how results guide revisions.

Curriculum links

• The Practice of Science: define a problem, use reference materials, plan and carry out investigations, collect/organize data, interpret charts/tables/graphics, and defend conclusions (SC.5.N.1.1).
• The Practice of Science: recognize and explain the need for repeated experimental trials (SC.5.N.1.3).
• The Practice of Science: identify a control group and explain its importance in an experiment (SC.5.N.1.4).
• Forms of Energy: investigate and describe basic forms of energy to connect to the unit’s prior experiments (SC.5.P.10.1).
• Energy Transfer and Transformations: classify materials as conductors vs nonconductors of electricity to support design-testing connections (SC.5.P.11.2).

Lesson structure (45 minutes)

1. 0–5 min · Hook (Problem Behind the Prototype). Teacher plays the introduction slides from the hook moment showing “Before/After” prototypes and asks: “What problem were they trying to solve, and how did they know it worked?” Students turn-and-talk and share one guess about what each stage might be.

2. 5–12 min · Direct teach (Stages & Purpose). Teacher uses the introduction slides to model the four stages: define the problem, brainstorm solutions, prototype, and test (with quick “what you do in each stage” examples). Students take brief notes on their worksheet thinking: “Which stage am I in right now when I plan a test?”

3. 12–20 min · Apply to our earlier experiment (Engineering meets science). Teacher refers to the unit’s prior experiments and prompts: “Choose one problem we could improve based on what we learned—what would we change, and what would we measure?” using the appropriate slide callout in the introduction slides. Students identify a design problem in the worksheet: one clear sentence describing what they want to make/better and what success will look like.

4. 20–28 min · Brainstorm (Multiple ideas, one plan). Teacher runs a quick brainstorming routine from the introduction slides (rule: quantity first; then select using a reason). Students complete 3–4 quick solution sketches/ideas on the engineering design stages worksheet and choose one that they can realistically prototype today/soon.

5. 28–35 min · Prototype & test plan (Variables + control). Teacher guides students to connect engineering testing to fair testing by pointing out: identify variables, include a baseline/control comparison, and decide how data will be recorded; model a sample table on the introduction slides. Students fill in the test plan section on the engineering design stages worksheet:

• What variable will change (independent)?
• What will be measured (dependent)?
• What will stay the same (controlled)?
• What is the control/baseline to compare against.

6. 35–40 min · Evidence & repeated trials (Revise with data). Teacher uses the introduction slides to emphasize why trials should be repeated and how engineers use results to revise (no “magic”—data guides changes). Students write one sentence: “We need repeated trials because…” and one sentence: “If results don’t match, we will revise by…”

7. 40–45 min · Share-out & exit ticket (Accountability). Teacher selects 2–3 students (or teams) to share their problem statement + control/baseline idea, then returns to the final slide in the introduction slides with the success reminder. Students complete a quick exit ticket on the engineering design stages worksheet: order the stages (define → brainstorm → prototype → test) and answer one question: “What evidence will show your design worked?”

Resources

• the introduction slides
• the engineering design stages worksheet
• Pencils and colored pencils/markers for sketching
• Student science notebooks or loose paper for quick notes (optional)
• Timer for transitions (visible to teacher only)
• Teacher sample model test plan (prepared on chart paper or board)
• Classroom chart/table paper to model a simple results organizer

Assessment

• Teacher observation during brainstorming and stage identification (check for clear problem statements and realistic measuring ideas).
• Worksheet review: variables, controlled factors, and an identified control/baseline comparison.
• Exit ticket portion: correct stage sequence and a written justification about repeated trials and evidence.

Differentiation

• Support: provide sentence starters on the worksheet for defining the problem and for explaining repeated trials (“We will compare ___ to ___ to find out ___.”).
• Support: allow students to circle variables on a checklist before writing them.
• Extension: students add a “revision rule” (“If measured results are lower than baseline by more than ___, we will change ___.”).
• EAL/SEN: use pictures/icons on the worksheet (prototype sketch boxes; measurement boxes) and allow oral responses that the student then transcribes with partner help.